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John C. Bean is an emeritus professor of English at Seattle University, where he held the title of Consulting Professor of Writing and Assessment. He has an undergraduate degree in English from Stanford University (1965) and a PhD in Renaissance literature from the University of Washington (1972). He has been active in the Writing Across the Curriculum movement since 1976—first at the College of Great Falls (Montana), then at Montana State University (Bozeman), and, since 1986, at Seattle University. Besides Engaging Ideas, the first edition of which has been translated into Dutch and Chinese, he is the coauthor of four composition textbooks with varying focuses on writing, argumentation, critical thinking, and rhetorical reading. He has also published numerous articles on writing, writing across the curriculum, and discipline‐specific pedagogies to promote students' growth from novice to expert. He has done extensive consulting across the United States and Canada on writing, critical thinking, and university outcomes assessment. In 2001, he presented a keynote address at the first annual conference of the European Association of Teachers of Academic Writing (EATAW) at the University of Groningen in The Netherlands. More recently, he and his wife Kit (who is also now a retired college teacher of writing) have facilitated workshops on writing and critical thinking for BRAC University in Bangladesh, Ashesi University in Ghana, and Charles Lwanga College of Education in Zambia. In 2010, his article “Messy Problems and Lay Audiences: Teaching Critical Thinking within the Finance Curriculum” (coauthored with colleagues from finance and economics) won the 2008 McGraw‐Hill–Magna Publications Award for the year's best scholarly work on teaching and learning.

Dan Melzer is a professor in the University Writing Program of University of California, Davis, where he directs the First‐Year Composition program. He was formerly director of Writing Across the Curriculum and coordinator of the University Reading and Writing Center at California State University, Sacramento. He has an undergraduate degree in English from the University of Florida (1993) and a PhD in rhetoric and composition from Florida State University (2002). He has been active in the Writing Across the Curriculum movement for two decades as a cochair of the International Network of Writing Across the Curriculum Programs, chair of the mentoring committee of the Association for Writing Across the Curriculum, and a board member of the WAC Clearinghouse. He is the author of the monograph Assignments Across the Curriculum and coauthor of the monograph Sustainable WAC. He has also published numerous articles on writing across the curriculum and writing program administration. His articles have been reprinted in Best of the Journals in Rhetoric and Composition 2017 and 2020 and Writing Across the Curriculum: A Critical Sourcebook. He has done extensive consulting across the United States on writing across the curriculum. He presented keynote talks at the 2019 TYCA West conference, the 2017 All Write Symposium at Finger Lakes Community College, and the 2017 Writing Pathways to Disciplinary Learning conference at IUPUI. His current research interests focus on peer and teacher response to college writing and student self‐assessment.